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Student success and retention is an institutional priority - knowing this level of detail about our first semester students provides focus for our student success initiatives; targeting resources and strategies to those students who need it most. John Davies, President, Humber 3

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What is HELP? HELP is the Humber Engagement and Learning Profile Survey – replacing the former Freshman Integration and Tracking (FITS) survey, also pioneered at Humber 10 minute online survey for incoming students in certificate, diploma and degree programs, first administered in Fall 2010 The survey asks students about:  preparation for Humber  educational and career goals  early opinions about their program and Humber generally  particular student support services they may use HELP analysis and reports provide an early snapshot of the first- semester experience, allowing for appropriately-timed retention initiatives 5

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PROCESS Development Reviewed provincial, national and international research into retention and characteristics which can affect student success Developed survey questions based on the latest research into predictors/characteristics of students who may be at-risk of not completing their studies (e.g. Ross Finnie work with YITS, L-SLIS data) Identified 13 student success indicators (responses to survey questions plus key administrative data) in four categories:  Level of engagement with the institution and program  Clarity of career goals/expectations, program fit, and motivation  Demands on the student’s time  Academic preparedness 7

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PROCESS Development Considered survey design, timing, administration methodology and developed content Addressed technical and technological challenges; as well as legal issues (FOIPPA) and protection of student information Discussed the nature of reports to come out of HELP Tested the survey with student focus groups and incorporated feedback Continued communication throughout July/August – provided key messages for faculty, staff and students, logistical details for administration of survey 8

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PROCESS Development Branding contributed to a recognizable “look and feel” The HELP logo was included on all communication materials 9

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PROCESS Implementation Marketing campaign during first weeks of classes (e.g. posters, Communiqué, orientation activities, social media, President’s address) Incentives/prizes included $1500 tuition, iPad (sponsored by Humber Students Federation), $500 tuition, $100 bookstore certificates Schools developed individual strategies to ensure a robust response rate Survey open during Weeks 3 and 4 of classes Students are sent a personalized email to their Humber e-mail accounts with a direct link to the online survey 10

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PROCESS Immediate Feedback to Students All respondents received a personalized email with links to the HELP website 12

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PROCESS Success Factors Ensuring executive-level buy-in Cross-institutional support Grounding the project in current and best practice research Creative solutions to IT challenges Ongoing communication, assessment and review, particularly with academic schools 13

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REPORTS Timing “At a Glance” and “Student Success” reports at the institution, school and program level sent to Deans/Associate Deans within two weeks of survey closing and prior to mid-terms (by mid- October) Student-level requests for information in any service/support area were sent directly to the school/department responsible in the same time frame Fall to Winter Retention Analysis reports were developed in consultation with an Associate Deans Reference Group and distributed to all schools at the school and program level by May 2011 14

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REPORTS “At a Glance” Reports Provide aggregate data for each question on the survey Specify the number of eligible students, the number of responses and the response rate at each level (program, school, college) Can be broken down by Humber Overall, Campus, Credential, School and Program Provides richer data on some specific under-represented groups, including First Generation students and Aboriginal students In general, very positive findings on key aspects 15

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REPORTS “Student Success” Reports Aggregate (summary) and student-level reports (where consent has been provided) In Fall 2010, provided information on 13 selected indicators (9 survey responses along with key administrative data) that best- practice research suggests are indicators of student success and retention Allows for the identification of students with any of the 13 characteristics our model suggested would put them at risk of leaving their program early 17

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REPORTS Retention Analysis Reports Statistical analysis completed at the institutional level, school and program levels (F’10 to W’10 and F’10 to F’11) Uses multivariate logistic regression analysis to determine which factors/characteristics are statistically significant predictors of retention in order to enable the early identification of persisters and leavers Develops a profile of incoming student variables that predict a respondent’s risk of leaving Model correctly classifies approximately 80% of students as persisters or leavers 19

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RESULTS For F’10 to W’10, six of the “hypothesis” indicators were significant predictors of attrition, for F’10 to F’11, seven of the “hypothesis” indicators were significant predictors of attrition: DISAGREE/UNDECIDED about: -“My classes are giving me the skills that will help me in the job market” (Fall to Winter) -“I have friends I can count on for help and support” (Fall to Fall) -“I believe that I am in a program of study that is right for me” (both) -“I am certain that I will successfully complete my studies” (both) Working for pay over 15 hours a week (both) Placement tested for remedial Math (both) Placement tested for remedial English (Fall to Fall) High School GPA of 50-69 (both) 21

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RESULTS In addition, the following survey questions were also significant predictors of attrition in one or both of the analyses: DISAGREE/UNDECIDED about: -“I can relate what I’m learning to my future career plans” (both) -“I know who to speak with if I’m having academic problems” (both) -“For me, studying hard pays off” (Fall to Fall) -“I have friends at Humber” (Fall to Fall) Did not attend academic orientation (both) First Generation (both) Fall 2011 Student Success Reports used the confirmed indicators at the institution and school level and tailored reports for each school 22

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IMPACT Academic Schools/Student Service departments Receive timely, accurate, benchmarked data at the program, school, credential, and college level to inform and focus existing and planned interventions to improve retention and graduation rates Allows schools and departments to:  Focus on specific at-risk indicators that are particularly relevant to the school/program  Focus on individual students with the greatest number of at-risk indicators  Outreach directly to interested students to promote the services/supports available at Humber  Provide background information for student meetings 23